This assessment evaluates the knowledge and skills students gained in module 1, knowledge about the five senses and how people use them to experience the world. It includes tasks that are familiar to students, such as identifying the main topic and key details of an informational text. The assessment also measures how well students can apply their skills and knowledge to reading and understanding Let’s Explore the Sense of Hearing by Emma Carlson Berne, a new text that introduces readers to the parts of the ear and how our brains identify sound, extending their knowledge of how our sense of hearing helps us experience the world.
• This assessment consists of a single listening comprehension section. Students complete 5 items assessing their listening comprehension.
ADMINISTRATION GUIDANCE
The first Listening Comprehension Assessment in each module does not have a digital version. Students complete the assessment on paper, but teachers can enter scores for the assessment on the digital platform to generate a report.
Paper-Pencil Assessment Materials List
Prepare for the assessment by reviewing the following materials:
• student answer sheet (print and make one copy per student)
• classroom copy of stimulus text, Let’s Explore the Sense of Hearing by Emma Carlson Berne
• stimulus text analysis
• student answer sheet slides (to display during the assessment)
• teacher version of paper-pencil assessment (print a teacher copy if desired)
Administering the Assessment
To administer the assessment, follow these steps:
1. Distribute a paper copy of the student answer sheet to each student.
2. Read the text aloud, holding it up to display the pages to the class.
a. Model fluent reading.
b. Read at a speed that is appropriate for students to follow along. Reading aloud should take 8 to 10 minutes.
c. Pause briefly after each page.
d. Familiarize yourself with the words to define. As you read, pause when you encounter each word from the list and provide its definition (e.g., Exclaimed means “shouted”).
Words to Define collect (v.): to bring together vibrate (v.): to shake signal (v.): to send a message
e. To preserve the assessment's integrity:
i. avoid offering commentary on aspects of the text, including illustrations, and ii. only define words identified in the box.
3. Display the student answer sheet slide for the first item. Read aloud the directions.
4. Pause to give students time to circle, draw, or write their responses.
5. When all students are ready, display the next slide and read aloud the next item.
Student Answer Sheet
Teacher Version of Paper-Pencil Assessment
1. Circle the picture that shows the main topic of the book.
c. sight
b. hearing
a. smell
2. Circle the pictur e that shows the part of the body that helps you understand the sounds you hear.
c. your mouth
b. your hand
a. your brain
3. Circle two pictures that show sounds that are soft .
4. Circle the pictur e that shows why the sense of hearing is important.
c. Hearing helps people talk to each other.
b. Hearing helps people touch and feel.
a. Hearing helps people see the world.
a fire truck
a whisper
a zipper d. thunder
5. Circle the picture that shows the back cover of a book.
Score the assessment by using the following tools. To learn more about general rules and rationales for scoring, refer to Implementation Resources.
Answer Key and Scoring Rules
Stem and Answer Key
ITEM 1 | Circle the picture that shows the main topic of the book
Correct Answer:
b hearing
ITEM 2 | Circle the picture that shows the part of the body that helps you understand the sounds you hear
Correct Answer:
a your brain
ITEM 3 | Circle two pictures that show sounds that are soft
Correct Answers:
b a whisper
c a zipper
Scoring Rules
1 POINT
Award points as follows:
• 1 point given for correct answer
1 POINT
Award points as follows:
• 1 point given for correct answer
2 POINTS
Award points as follows:
• 2/2 = 2 points
• 1/2 = 1 point
• 0/2 = 0 points
Stem and Answer Key
ITEM 4 | Circle the picture that shows why the sense of hearing is important
Correct Answer:
c Hearing helps people talk to each other
ITEM 5 | Circle the picture that shows the back cover of a book
Correct Answer:
b
TOTAL POINTS: 6
Scoring Rules
1 POINT
Award points as follows: • 1 point given for correct answer
1 POINT
Award points as follows: • 1 point given for correct answer
Hand-Scoring Worksheet for Listening Comprehension Assessment 1
To support scoring this assessment, use this worksheet.
STIMULUS TEXT ANALYSIS
Let’s Explore the Sense of Hearing by Emma Carlson Berne (Lerner Publishing Group)
Informational • Nonfiction • Trade picture book • 24 pages
QUALITATIVE
Meaning/Purpose
Structure
Language
Because this text is informational and science focused, the levels of meaning presented are very literal. The sentences and concepts presented are fact based and do not involve any literary devices or figurative language.
Complexity for grade level: slightly complex
The structure of the text is accessible and straightforward. The sentences are short and simple, and they do not contain complex punctuation or structural demands.
Complexity for grade level: slightly complex
This text contains science-related informational language presented clearly and concisely. There are a few instances of new terminology or phrases that could pose a challenge for kindergarten students, such as vibrations and ear canal
Complexity for grade level: moderately complex
Knowledge Demands Students will need prior knowledge of the five senses as a foundation before reading this text.
Complexity for grade level: moderately complex
QUANTITATIVE
Lexile® measure: 420L
ATOS level: 1.60
OVERALL COMPLEXITY
The qualitative and quantitative complexity analysis indicates that Let’s Explore the Sense of Hearing is a moderately complex read-aloud text for students in kindergarten.
Stimulus text selections for Listening Comprehension Assessments prioritize grade-level-appropriate complexity. Because quantitative measures are not designed for read-aloud texts, Lexile® and ATOS measures may fall in ranges one to two levels above grade level. Therefore, qualitative analyses are equally important to consider. Ultimately, each assessment stimulus text was selected for its topical connection to the module texts and instruction. This strong cohesion prepares students to meet the knowledge demands of the texts. Recommended definitions provided in the Words to Define box also mitigate the qualitative language complexity.
ACHIEVEMENT DESCRIPTORS ASSESSED
PLANNING AND TEACHING
THE RESPONSIVE TEACHING LESSON
Background on Responsive Teaching
Arts & Letters™ assessments and reports support responsive teaching, which provides teachers with a window into students’ thinking. Through reflection with students, teachers gain more insight into why students struggle with a particular concept or text, which, in turn, helps teachers identify next steps for further support.
Teachers may use the following guidance to prepare for and facilitate the Responsive Teaching lesson, lesson 23. The guidance includes common misconceptions or areas worth further targeting and suggested next steps.
Analyzing Reports
Entering Listening Comprehension Assessment 1 scores on the digital platform enables you to generate an automated visual report. Follow these steps to analyze the report for this assessment:
1
Look at the overall score for the assessment Note the class average as well as the students’ individual scores
2
Look at class and individual performance on each item
Reinforcements for the Responsive Teaching Lesson
3
Identify items to focus on and further reinforce with students
For the Respond section of the Responsive Teaching lesson, use the guidance in the Analyzing Reports section above to select items to focus on.
As you display and discuss these items with students to help them better understand the correct answers, prompt students to reflect on the text and each item, share their thinking, and justify their answers. As needed, provide additional scaffolding or instruction to reinforce student understanding. The table below lists recommended reinforcements for each item. (Reinforcements include Revisit suggestions and, when relevant, Plan Future Practice suggestions.)
Item Reinforcements
Item 1
Revisit: To help students identify the main topic of the text, refer to lesson 8 Respond, where students identify key details in My Five Senses and then determine the main topic. Review these terms:
• key details—the most important pieces of information that support the main topic
• main topic—what a book or a section of a book is mostly about
Reinforce: Display an empty box and several buttons or reuse the images on the Boxes and Buttons for Main Topic and Key Details Learn book page in lesson 8. Invite students to share key details from the text as they add one button to represent each key detail in Let’s Explore the Sense of Hearing to the box. Collect the buttons and instruct students to think about what the text is mostly about, and then invite them to identify the main topic.
Plan Future Practice: The following lessons provide further opportunities for students to practice analysis of main topics and key details.
• In lesson 30, students practice identifying the main topic and key details in a section of Fry Bread. The Prologue to lesson 30 provides additional support if needed.
Item 2 Revisit: To help students identify the correct part of the body in Let’s Explore the Sense of Hearing, refer to lesson 8 Land, where students were introduced to the Gallery for “The Nervous System” as they discuss the knowledge they gained about how people use their senses.
Reinforce: Invite students to examine and describe what they know about the images in the Gallery for “The Nervous System” and how people use the body parts in the images to experience the world. Instruct students to examine the images before identifying the picture that shows the part of the body that helps you understand the sounds you hear in Let’s Explore the Sense of Hearing
Plan Future Practice: The following lessons provide further opportunities for students to practice discussing how body parts help people experience the world through their senses.
• In lesson 27, students discuss how Smelly Kelly uses his senses to help others in “Smelly” Kelly and His Super Senses. The Prologue to lesson 27 provides additional support if needed.
• In lesson 33, students discuss how people use their senses in “Festival Fun.”
Item 3 Revisit: To help students identify sounds that are soft, read aloud pages 18–20 of Let’s Explore the Sense of Hearing, starting with “People can hear.”
Reinforce: Invite students to discuss the term opposite and to share examples of words that are opposites. Instruct students to use what they know about words that are opposite to identify sounds that are soft, or the opposite of loud.
Plan Future Practice: The following lesson provides further opportunities for students to practice identifying words that are opposites to better understand a word meaning.
• In lesson 25, students discuss the opposite of under to better understand the term underground
Item Reinforcements
Item 4
Revisit: In the Prologue to lesson 10 Learn, students examine some of the actions in My Five Senses as they discuss how people use their senses—sometimes multiple senses at one time—to experience the world
Reinforce: To help students describe how people use the sense of hearing, refer to the Prologue to lesson 10 Display the chart in My Five Senses, and instruct students to think about which senses they would use for the activities in each answer choice, one activity at a time, to determine the correct answer
Plan Future Practice: The following lesson provides further opportunities for students to practice describing how people can use their senses to experience the world:
• In lesson 27, students discuss how Smelly Kelly uses his senses to help others in “Smelly” Kelly and His Super Senses The Prologue to lesson 27 provides additional support if needed
Item 5 Revisit: To help students identify the front and back covers of a book, refer to lesson 7 Read, where students learn that the cover of a book provides information about the book and protects the inside pages, as they describe what they notice about the front cover of My Five Senses
Reinforce: Direct attention to Let’s Explore the Sense of Hearing Invite students to share what they notice about the front and back covers before identifying a picture that shows the back cover of a book
For additional recommendations and tips for responsive teaching, including a protocol for a deeper analysis of items, see Additional Reinforcements for Listening Comprehension Assessment 1 in the appendix.
APPENDIX
Additional Reinforcements for Listening Comprehension Assessment 1
To Help Students Build and Apply Content Knowledge and Vocabulary
This assessment does not assess content knowledge and vocabulary outside the context of the stimulus text. However, gaps in content knowledge or vocabulary may affect comprehension of this new text.
To reinforce content knowledge and vocabulary about the five senses, review relevant module or Prologue activities, or read a volume of reading book.
• Looking Back
• Revisit the Knowledge Card for senses, first introduced in lesson 1. Read aloud each sense on the Knowledge Card, and invite students to point to the corresponding body part.
• Revisit the Prologue to lesson 8, and play “Five Senses Song.” Facilitate a discussion about the body parts people use for each sense.
• Review the video “Making Observations” and the learning task in lesson 6 Respond, where students describe how people use their senses to explore nature. Facilitate another brief discussion about how people use each sense to explore nature.
To Help Students Build and Apply Listening Comprehension Skills
In addition to lack of knowledge or misunderstanding of the topic, struggles in listening comprehension can also be due to the complexity of the text. When students explore the specifics of the text with their teacher and focus on areas where their comprehension might have broken down, they can arrive at deeper understanding. Therefore, instead of focusing on standards or comprehension “skills,” teachers and students should return to the content of the assessment: the stimulus text and items.
The protocol below helps teachers lead students through a deeper reflection on specific items after rereading the stimulus text. Teachers may choose to use elements of the protocol in the Responsive Teaching lesson or at other times, including with small groups or individual students. The protocol can also be used by groups of teachers, coaches, and leaders to more deeply understand assessment expectations.
1 Think: Invite students to reflect on the item before deciding on an answer.
2 Share: Instruct students to work with a partner or in a small group to share and explain their thinking about the item. Tell pairs or groups to attempt to reach consensus.
3 Agree: Lead a whole group discussion to reach consensus on the correct answer. Remind students to refer to specific language, illustrations, or other elements of the text to justify their thinking.
4 Practice: As needed, provide additional scaffolding or instruction to reinforce student understanding.
The protocol may be adjusted to meet the specific needs of students. If students need additional teacher support to engage in the protocol, consider the following strategies:
• Language Support
• To support multilingual learners with beginning and intermediate English proficiency, pair or group them with students who fluently speak and read English.
• To help students understand the meaning of unknown terms, use visual supports or gestures to explain the terms in the questions.
• Differentiation Support
• To help students with the Think step, instruct them to write or draw their reflections.
• To help students reach consensus on the correct answer, forgo the Share step and move directly to Agree, or bring Practice-style scaffolding into an earlier stage of the protocol to clarify misunderstandings.
Additional tips for leading the protocol include the following:
• Remind students to return to relevant portions of the text and to use textual evidence to support their thinking.
• The protocol is structured to encourage students to arrive at the correct answer with minimal scaffolding so they can achieve independence in listening comprehension. Gradually increase the amount of scaffolding (including support from peers) as needed until students achieve the desired understanding.
• Students might struggle if they do not understand what the item is asking. During reinforcement, model how to break down the question. For example, students may benefit from help identifying key words that provide hints as to how to respond, such as those that qualify or limit the scope of the item (e.g., adjectives such as best; a number indicating the quantity of requested responses). To support multilingual learners, model how to use these key words in sentences about familiar topics. To support students with learning or developmental disabilities, provide scripted steps for them to follow with a visual checklist.
WORK CITED
Carlson Berne, Emma Let's Explore the Sense of Hearing Lerner Publications, 2020
CREDITS
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module
Carlson Berne, Emma Let’s Explore the Sense of Hearing Lerner Publications, 2020
ACKNOWLEDGMENTS
Karen Aleo, Trevor Barnes, Anthony Bautista Ramil, Allie Beman, Lindsay Boettcher, Madison Bonsignore, Kelsey Bordelon-Kojeski, Sarah Brenner, Mairin Broadwell, Beth Brown, Jan Busey, LeighAnne Cheeseman, Quennie Chen, Melissa Chung, Emily Climer, Ashley Cook, Julia Dantchev, Camille Daum, Laurie Delgatto-Whitten, Enaka Enyong, Jen Forbus, Pamela Frasier, Nina Goffi, Caroline Goyette, Lorraine Griffith, Tamara Griffith, Emily Gula, Brenna Haffner, Nicole Harris, Elizabeth Haydel, Robin Hegner, Sarah Henchey, Matthew Hoover, Patricia Huerster, Sara Hunt, Holli Jessee, Mica Jochim, Stephanie Kane-Mainier, Lior Klirs, Liana Krissoff, Karen Latchana Kenney, Karen Leavitt, Brittany Lowe, Whitney Lyle, Liz Manolis, Stacy Martino, Meredith McAndrew, Cathy McGath, Emily McKean, Patricia Mickelberry, Julie Mickler, Andrea Minich, Lynne Munson, Katie Muson, Gabrielle Nebeker, Amy Ng, Evann Normandin, Vivian Nourse, Tara O’Hare, Carol Paiva, Michelle Palmieri, Marya Parr, Trisha Paster, Kelly Pau, Katie Pierson, Eden Plantz, Lauren Ramsden, Natalie Rebentisch, Rachel Richards, Rachel Rooney, Miguel Salcedo, Lori Sappington, Amy Schoon, Carolyn Scott, Susan Sheehan, Dan Shindell, Danae Smith, Rachel Stack, Susan Stark, Seshmi Taylor Williams,
Cover, Bridgeman Images; page 3, HQuality/ShutterStock com, TINA NIZOVA/ShutterStock com
All other images are the property of Great Minds
Sarah Turnage-Deklewa, Katie Valle, Tysha Vulcain-Murrell, Kara Waite, Katie Waters, Dr Heather Waymouth, Sarah Webb, Erika Wentworth, Ashley Williams, Margaret Wilson, Eleanor Wolf
Ana Alvarez, Lynne Askin-Roush, Stephanie Bandrowsky, Mariel Bard, Rebecca Blaho, David Blair, Charles Blake, Carolyn Buck, Adam Cardais, Cindy Carlone, Dawn Cavalieri, Tatyana Chapin, Christina Cooper, Lisa Crowe, David Cummings, Tim Delaney, Erin DuRant, Bill Eis, Sandy Engelman, Tamara Estrada Del Campo, Soudea Forbes, Diana Ghazzawi, Laurie Gonsoulin, Kristen Hayes, Tim Heppner, Sary Hernandez, Abbi Hoerst, Sonia Khaleel, Lisa King, Sarah Kopec, Drew Krepp, Jennifer Loomis, Christina Martire, Siena Mazero, Alisha McCarthy, Thomas McNeely, Cindy Medici, Brian Methe, Sara Miller, Christine Myaskovsky, Mary-Lise Nazaire, Tara O'Hare, Tamara Otto, Christine Palmtag, Katie Prince, Neha Priya, Jeff Robinson, Gilbert Rodriguez, Karen Rollhauser, Neela Roy, Gina Schenck, Aaron Shields, Madhu Singh, Leigh Sterten, Mary Sudul, Deanna Thomann, Tracy Vigliotti, Bruce Vogel, Charmaine Whitman, Glenda WisenburnBurke, Samantha Wofford, Howard Yaffe
